Understanding the Mathematics Curriculum of the Philippine and Singapore Education Systems: A Comparative Analysis

Marco R. Ocumen and Roar A. Callaman
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Marco R. Ocumen: College of Education, Graduate Studies, University of Southeastern Philippines, Davao City, Philippines
Roar A. Callaman: Faculty, College of Education, Graduate Studies, University of Southeastern Philippines, Davao City, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 2, 1765-1777

Abstract: There are limited comparative studies about the specific difference and potential learning opportunities between Singaporean and Philippine mathematics curricula. This study aimed at exploring the differences between the mathematics curricula of Singapore and Philippines, focusing specifically on the scope and sequence, and the grade level placement and progression of mathematical concepts. Through a comparative analysis of academic publications from 2020-2024, the research analyzed peer-reviewed articles, conference papers, theses, dissertations, and books using specified keywords across electronic databases including Web of Science and IDESR. The findings reveal distinct approaches between the two countries: Singapore’s curriculum emphasizes depth over breadth with a focused spiral curriculum approach, strict mastery-based progression, and early introduction of advanced concepts with clear benchmarks. In contrast, the Philippines adopts a broader approach with greater emphasis on cross-curricular integration, real-world applications, and flexible progression paths to accommodate diverse learner needs. While Singapore maintains tight control with strict mastery requirements, the Philippines offers more flexibility in concept revisiting and horizontal integration. The study concludes that while Singapore’s structured approach has proven successful in international assessments, the Philippine system’s flexibility better addresses its diverse student population and resource contexts. The findings suggest that Philippine mathematics education could benefit from incorporating elements of Singapore’s depth-focused approach while maintaining its adaptive flexibility.

Date: 2025
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